This document discusses standards for teacher preparation programs in the Houston area. It establishes expectations for educator preparation providers (EPPs) in areas like screening candidates, required training, technology training, classroom observations, and student teaching experiences. EPPs are expected to provide evidence that candidates meet standards in these areas. The document also outlines quality standards for teachers, including teamwork, critical thinking, and communication. School districts will use these standards to improve the quality of new teachers in the workforce.

1. TEACHER PREPARATION
AND QUALITY STANDARDS
Greater Houston Partnership/Gulf Coast Workforce Board:
Workforce Solutions Education Industry Workgroup

2. TABLE OF CONTENTS
THE EDUCATION INDUSTRY WORKGROUP 1
BACKGROUND AND APPROACH 2
EDUCATOR PREPARATION
PROVIDER EXPECTATIONS 3
METHODOLOGY, RESEARCH
AND DEVELOPMENT 6
BIBLIOGRAPHY 7

3. TEACHER PREPARATION AND
QUALITY STANDARDS: 2013 REPORT
1
THE EDUCATION INDUSTRY WORKGROUP
The Education Industry Workgroup was created in late 2009 through a partnership between the
Gulf Coast Workforce Board and the Greater Houston Partnership to address the pressing workforce
needs of the region’s largest industry employer: public education.
The workgroup consists of voluntary membership of regional school district human resource principals
and hiring leads. The school districts actively participating in the workgroup represent more than half
of the region’s 150,000 -plus education industry workforce, including more than half of the instructional
workforce in the 13-county, 78-school district region.
The current active membership consists of HR principals from the following districts:
Aldine ISD Pete Stewart, Director of Human Resources
Cypress-Fairbanks ISD Christina Cole, Director of Human Resources for Professional
Staffing and Employee Relations
Goose Creek ISD Susan Moore-Fontenot, Director of Personnel
Houston ISD Rodney Watson, Chief Human Resources Officer
Humble ISD Kelly Gabrisch, Director of Human Resources
Klein ISD Janice Taylor, Executive Director of Human Resource Services
Lamar Consolidated ISD Kathleen Bowen, Executive Director of Human Resources
Spring ISD Renee Coleman, Associate Superintendent for Human Resources
Spring Branch ISD Marianne Cribbin, Executive Director of Human Resources
Karen Heeth, Director of Recruitment and Staff Placement
Non-industry active workgroup membership also includes:
Gulf Coast Workforce Board Mark Guthrie, Winstead PC – Workgroup Chair
Daniel Zendejas, Gulf Coast Workforce Board
Cally Graves, Gulf Coast Workforce Board
Greater Houston Partnership Lisa Guáqueta, Manager – Public Policy
Additional research support has been provided by Alief ISD, Fort Bend ISD, and Pasadena ISD.

4. TEACHER PREPARATION AND
QUALITY STANDARDS: 2013 REPORT
2
BACKGROUND AND APPROACH
The primary goal of the Education Industry Workgroup is to address the workforce needs of local school
districts by increasing the quantity and improving the quality of the workforce.
The report contained within is the result of efforts to address the first of three strategic priorities of the
industry as determined by the Workgroup through the execution of three concurrent outcomes:
Enhance Educational Capacity and Open Access to Career Opportunities in Education by:
• Defining a regional baseline and expectation for teacher quality and effectiveness
• Improving the talents and skills of graduates from area teacher education and certification programs
40%: 33k teachers
Increased Need
to
Monitor Quality
both traditional and alternative to immediately enter classrooms
• Engaging Educator Preparation Providers (EPPs) in the establishment of an industry-supported “gold
standard” of training and experience expectations
To achieve this end, the Workgroup devised a similarly three-pronged solution through:
• The creation of a Teacher Quality Profile,
• The development of a parallel matrix of expectations for EPPs, specifically addressing Alternative
Teacher Certification Programs (ACPs/ATCPs) currently lacking both a universal standards-governing
body and universal standards; and,
• The communication of the aforementioned profile and expectations in a public forum and
inaugural report.
The need is driven by increasing momentum at the state and national levels to address accountability
for both traditional and alternative EPPs. Locally, the need for increased scrutiny and development of teacher
effectiveness standards is highlighted by a projected population growth of more than 450,000 people in the
Gulf Coast workforce area by 2020. This population growth directs the anticipated 40 percent increase in public
school teachers, representing more than 33,000 new teaching personnel for the region by 2020.
Increased Need
for Educators
Population
Growth
450k by 2020

5. 3
TEACHER PREPARATION AND
QUALITY STANDARDS: 2013 REPORT
The chart below includes the expectations for EPPs as established by the workgroup. Each standard is listed
with related means for evaluating and documenting the individual student’s participation in achieving each
standard.
Educator Preparation Provider Expectations
Expectation/Requirement Measurement
Prescreening Process
Pre-service teachers will be provided a meaningful overview of the teaching
profession and will be screened prior to or at the inception of program acceptance
for aptitude, interest, dedication and commitment to teaching as a vocation
through the following activities:
• Required aptitude/behavioral assessment
• Assessment of personal disposition toward youth/education
• Consultation with field expert (certified educator with at least five years’
classroom experience)
• Demonstration “experience” in local school
• Virtual classroom simulation/experience, if available
• Face-to-face interview
Evidence to include a combination of at least two of the following:
• Assessment data
• Consultation and/or interview documentation and feedback
• Documented results from demonstration experience
• Results from virtual classroom simulation
Required Training and Development
EPPs will provide pre-service teachers with the following pedagogical training:
• Utilizing varied and nontraditional instructional strategies
• Differentiation of instruction
• Working with special needs populations
• Working with at-risk students
• Curriculum and assessment development
• Using data to improve teaching and learning
• Effective classroom management strategies
• Working with diverse populations
• Working with and in teams
Evidence to include any of the following demonstrating
comprehensive knowledge of all of the pedagogical areas
listed to the left:
• Transcripts
• Interview
• Demonstration lessons
• Reflective portfolio
Technology Training
Pre-service teachers will receive training in the utilization of technology as a tool
for student learning in the following areas:
• Social media
• Mobile technology
• Digital research
• Hardware: overview of traditional classroom technology
• Software: overview of desktop software, operating systems,
and contemporary classroom applications
• Developing Web-based instructional products
• Etiquette and Ethics concerning electronic communications
Evidence to include any of the following demonstrating
comprehensive knowledge of all of the technology content
areas listed to the left:
• Portfolio of developed curriculum components
with integrated technological elements/content
• Demonstration lesson(s)
• Documentation of training provided through EPP
Teacher Observations Experience
Pre-service teachers will conduct meaningful observations in each
of the following areas:
• Content delivery and classroom management
• Integration of technology into daily lessons
• Differentiated instruction for students of varying levels
• Working with diverse populations
• Instructional practices for special education and inclusion
• Relationship between curriculum, instruction and assessment
Documentation provided through program supervisor to include
all of the following:
• Hours spent
• Pre- and post-observation reflective conference log(s)
• Reflective written response on experience (intern provided)
Recommendation: Minimum of 30 documented hours of
classroom observation experience
Student Teaching Experience
Pre-service teachers will student teach to demonstrate proficiency
in the following areas:
• Content delivery and classroom management
• Integration of technology into daily lessons
• Differentiated instruction for students of varying levels
• Working with diverse populations
• Instructional practices for special education and inclusion
• Relationship between curriculum, instruction and assessment
Documentation provided through program supervisor to include
all of the following:
• Hours spent
• Items covered
• Mentor consultations
• Pre- and post-instruction reflective conference log
• Reflective written response on experience (intern provided)
• Portfolio of sample work and lessons
Recommendation: A minimum of eight full weeks of student
teaching with increasing responsibilities.

6. TEACHER PREPARATION AND
QUALITY STANDARDS: 2013 REPORT
4
The next two pages detail the teacher quality standards for practitioners in the field. The workgroup supports
that those individuals prepared using the aforementioned EPP standards will be more likely to demonstrate
the following standards of effectiveness as working teachers.
Area and Descriptor What does it look like? How are applicants identified?
Teamwork and Collaboration
Consistently seeks out others to
learn, plan, problem solve, strategize
and reflect in ways that lead to
improved student achievement
throughout the school
• Departmental planning
• Teacher planning
• Working on leadership teams
• Mentoring other teachers
• Learning from and being mentored by other teachers
• Behavioral questions (scenario-based)
• Role-playing in group
Critical Thinking and Problem Solving
Exercises sound reasoning, creativity,
and analytical thinking in order
to generate change and develop
classroom and school practices
• Applies sound data analysis to drive instruction
• Participates in school reform activity
• Leads changes in school based on research and data
• Demonstrates sound reasoning
• Tasks and role-playing activities
• Behavioral questions
• Data analysis tasks
• Review of evaluations
Oral and Written Communication
Provides timely communication,
orally and in writing, to all relevant
stakeholders regarding improving
the student achievement of
individuals, a class or a larger
portion of the entire school
• Open, consistent and documented communication with parents
• Community partners supporting classroom activities/units
• Documented outreach collateral such as flyers, posters, and
structured e-mail about school and class activity
• Timely communication to students about progress
• Behavioral questions
• Writing task
• Demonstration through interview skills
Social/Emotional Disposition
Serves as a positive role model to
the children and school community
by exhibiting a caring, compassionate
and inspiring disposition with the
singular focus of motivating students
to learn
• Provides immediate constructive feedback through both
verbal and nonverbal communication, effective classroom
management, and transparent service activity
• Models respect and demonstrates a positive attitude
• Creates a community in the classroom
• Serves as a mentor to students and other faculty as appropriate
• Establishes good rapport/communication with all stakeholders
through clear expectations, patience, and acceptance
• Differentiates instruction for all students
• Behavioral questions
• Observation of teaching
• Observation of non-classroom school
activities, including interactions with
peers, parents, and community
• Ghost visit to classroom
Professionalism and Work Ethic
Exhibits a high standard of
professionalism in behaviors,
activity and ethics that serves
as an example to others
• Demonstrates strong communication skills
• Exudes leadership through consistent behavior, timeliness,
organization, and a strong demonstrated understanding
of content area
• Exhibits respect, awareness and confidence through
appropriate body language, eye contact, posture, and voice
• Clean and professional grooming
• Avoids engaging in behavior such as gossiping that would
disrupt student learning in any fashion
• Displays enthusiasm for teaching, learning, and
the subject taught
• Behavioral questions probing for
demonstrations of professionalism
and work ethic
• Resume has record of professional
behavior and work ethic
• Observation in and out of classroom
• Documentation of service and
leadership activities
• Documents prepared and presented
professionally
Personal Beliefs and Values
Holds the belief that all students
can learn and have a right to an
education that nurtures diverse
talents, abilities, cultures and
skills and so provides instruction
and support that differentiates to
serve these unique backgrounds,
experiences and aptitudes
• Instruction is student-centered relating to interests and
experiences; changes plans to accommodate audience
• Lesson plans and content delivery integrate differentiated
instruction targeting diverse populations, learning styles,
language acquisition, brain and learning development,
gender, and individual interests
• Students engaged in meaningful, authentic work with
real world application
• Small group work and individualized learning plans/instruction
provided daily
• Interventions occur as needed
• Variety of classroom activities exhibited daily
• Classroom materials sensitive to student groupings
• Behavioral questions on instructional
decision making, differentiated
instruction, and classroom management
• Work samples: lesson plans or
artifacts; has applicant developed an
understanding of the unique needs of
students from diverse populations
• Review Instructional Plans
• Classroom observation
• Values assessment
Teacher Quality Profile Matrix

7. 5
TEACHER PREPARATION AND
QUALITY STANDARDS: 2013 REPORT
Area and Descriptor What does it look like? How are applicants identified
Content & Subject Matter Knowledge
Demonstrates daily a passionate
commitment to delivering content/
subject matter knowledge in the
most up-to-date, pedagogically
sound manner possible to drive
increases in student achievement
• Subject matter knowledge is current and relevant
• Instruction integrates a consideration of historical data
• Technology is used wisely
• Adapts teaching methods and strategies to reflect changing
subject-matter and/or changes in class composition
• Creative application of material/content
• Clear, engaging lessons that meet the needs of all learners
• Knowledge of material exhibited in pedagogical choices made
• Behavioral questions on content
• Interview includes model lesson
• Statements in recommendation letters
describing applicant’s knowledge
• Review instructional plans
• Review of instructional materials
• Assessment of content knowledge
Pedagogical Knowledge
Effectively utilizes a variety of
instructional strategies, tools and
resources to drive the daily learning
processes of students
• Teacher acts as facilitator to learning
• High level of student engagement
• Differentiated instruction, including individualized lesson
planning and delivery and varied modes of instruction
• Knowledge and demonstrated understanding of learning styles
• Multiple student grouping formats
• Technology is used effectively
• Pedagogical practice considers contemporary ideas and models
• Classroom includes manipulatives and tools for student use
• Posted student work demonstrating effective application
of instructional strategies
• Behavioral questions on pedagogy
• Interview includes model lesson
• Resume includes evidence of
pedagogical knowledge
• Evaluation of sample lesson/portfolio
• Classroom and/or lesson observation
• Evaluation of questioning skills
• Review of instructional plans
• Evidence of understanding via
classroom photos and videos
Professional Knowledge
Continuously seeks to improve
personal skills and knowledge
including content, pedagogy,
leadership, interpersonal
communications and school
reform, among others.
• Teacher is a life-long learner by consistently pursuing continuing
education and professional development opportunities
• Assumes leadership responsibilities
• Collaborative and collegial with peers and community
• Acts as a catalyst for change
• Reads and applies material related to increasing
student achievement
• Behavioral questions on professional
development and continuing education
• Documented evidence of professional
development activities
• Observable application of learning in
the classroom or other appropriate
venue (department meeting, etc.)
• Annotated bibliography of
reviewed literature
Community & Relationship Building
Builds meaningful, caring
relationships with children, their
parents or guardians and other
relevant, school community
stakeholders to increase student
achievement and improve the school
community for all.
• Fosters a positive environment with respectful interactions,
clear expectations, and consistency in classroom management
• Documented record of consistent and quality outreach
activities and communication tools to parents and other
community stakeholders
• Engages with students and their parents in a civil and
nurturing manner
• Seeks out partnerships for classroom or school to improve
campus performance
• Develops mentoring relationships with students to assist them
in matriculation
• Behavioral questions on relationship
building and community engagement
• Review of parent survey results
• Documented record of contact
and outreach
• Historical log of partnerships
• Observation of interactions
• Reflections and other portfolio
documents related to increasing
school partnerships
Teacher Quality Profile Matrix (Continued)

8. TEACHER PREPARATION AND
QUALITY STANDARDS: 2013 REPORT
6
METHODOLOGY
The 10-characteristic Teacher Quality Profile Matrix was constructed after a review of literature
including both academic and colloquial studies as well as extensive profiles from countries that
both hold the profession in high regard and have evidenced success in the classroom.
A cursory content analysis of the qualities of successful teachers was conducted by the workgroup
and then compiled with characteristics uniformly found in job descriptions for certified educators
as contributed by the participating members of the workgroup.
The National Council for Accreditation of Teacher Education (NCATE) Unit Standards, Accredited
Institution Standards, and Standards for Professional Teacher Graduates were cross-referenced for
dominant ideologies to apply to the current work. A complete list of referenced works is available
at the end of this report.
The content of the matrix was then developed to include bulleted descriptions of what each
characteristic would look like “in action” and how the characteristic might be identified in potential
teacher applicants.
The Educator Preparation Provider (EPP) expecations were then developed by the workgroup to
establish performance criteria in the form of both training content and student outcomes for the
institutions training future educators.
Study after study yields that the
GREATEST DETERMINANT
of student success is the
QUALITY OF THE
STUDENT’S TEACHER.

9. 7
BIBLIOGRAPHY
TEACHER PREPARATION AND
QUALITY STANDARDS: 2013 REPORT
Allen, J. P., Gregory, A., Mikami, A. Y., Lun, J., Hamre, B., & Pianta, R. C., (2010). Observations of effective teaching in
secondary school classrooms: Predicting student achievement with the CLASS-S. Manuscript submitted for publication.
Beño, M. Institute of Information and Prognoses of Education, (2003). Attracting, developing and retaining effective teachers
(OECD activity): Country background for the Slovak Republic. Bratislava.
Carnegie Corporation of America, (2006). Teachers for a new era (draft). Northridge, CA: California State University - Northridge.
Council of Ministers of Education, Canada, (2004). Attracting, developing, and retaining effective teachers. As retrieved from
The Organisation for Economic Co-operation and Development (OECD) website.
Darling-Hammond, L. (2009). Recognizing and enhancing teacher effectiveness. The International Journal of Educational and
Psychological Assessment, Dec 2009(3), 1-24.
Guo, S., & Pungar, L. (2008). Exploring teacher education in the context of Canada and China: A cross-cultural dialogue.
Frontiers of Education in China, 3(2), 246-269.
Kim, E., & Han, Y. (2004). Attracting, developing, and retaining effective teachers: Country background report for Korea.
Seoul, Korea: Korean Educational Development Institute. As retrieved from The Organisation for Economic Co-operation
and Development (OECD) website.
Meesters, M. (2003). Attracting, developing, and retaining effective teachers: background report for The Netherlands.
Ministry for Education, Culture, and Science. As retrieved from The Organisation for Economic Co-operation and
Development (OECD) website. English text corrections by Mr. Robert Ensor (Professional Language Services,
Amsterdam, The Netherlands).
Ministry of Education, Culture, Sports, Science and Technology (MEXT), Japan, (2004). Attracting, developing, and retaining
effective teachers: Country background report for Japan. As retrieved from The Organisation for Economic Co-operation
and Development (OECD) website.
Ministry of Education, Finland, (2004). Attracting, developing, and retaining effective teachers: Country background report
for Finland. As retrieved from The Organisation for Economic Co-operation and Development (OECD) website.
National Council for Accreditation of Teacher Education, (2008). Professional Standards for the Accreditation of Teacher
Preparation Institutions. Washington, DC.
OECD (2010), Strong Performers and Successful Reformers in Education: Lessons from PISA for the United States
dx.doi.org/10.1787/9789264096660-en
OECD (2005), Teachers Matter: Attracting, Developing and Retaining Effective Teachers
Skilbeck, M., & Connell, H. Commonwealth Government of Australia, Department of Communications, Information
Technology and the Arts. (2003). Attracting, developing and retaining effective teachers: Australian country background
report. Canberra, ACT: Commonwealth Government of Australia.
Stewart, V. (2010). Singapore leads the way in changing teacher education. Phi Delta Kappan, 92(2), 92-93.
Teacher-quality checklist for school districts. (2010, August). Retrieved from nctq.org/tr3/docs/nctq_teacher_quality_checklist.pdf
Young, E. (2009). What makes a great teacher? PDK summit offers many ideas. Phi Delta Kappan, 90(6), 438-439.

10. Education Industry concerns should be addressed to:
Daniel J. Zendejas, PHR
Education Industry Liaison
Gulf Coast Workforce Board
daniel.zendejas@wrksolutions.com | (832) 681-2572
Workforce Solutions is an equal opportunity employer/program. Auxiliary aids
and services are available upon request to individuals with disabilities.
Relay Texas Numbers: 1-800-735-2989 (TDD) 1-800-735-2988 (voice) or 711